5D+ Instructional Framework
Planning Sheet for: March
Teacher:______
Grade: ______
Instructions: You may either write a description of how you are addressing each indicator and/or you may attach an artifact that supports each indicator. For additional information and examples you may refer to your “Smart Card” or go to: or Fink, Stephen, and Anneke Markholt. Leading for Instructional Improvement. San Francisco: Jossey-Bass, 2011.
Professional Collaboration & Communication
Professional Responsibilities
- Supports school, district, and state curriculum, policy and initiatives
- Ethics and advocacy
CONGRATULATIONS!
This is your last planning sheet of the year! Thank you so much for taking part is this very important professional development exercise. We appreciate your dedication to TPEPing
In addition please post your “Learning Targets” and “Success Criteria” on a weekly basis so that students have a visible reminder of the learning target and will clearly know when they have met the target.
New Terms
September
Learning Target: What the teacher wants students to know and be able to do as a result of the daily lesson.
Success Criteria: What it will look and sound like, for both teacher and students, if the student hits the lesson target.
Norms for Learning: Expected patterns of behavior on the part of individuals and groups that create an optimal learning environment, for example: listening for understanding. Norms are not the same as classroom rules such as bring a pencil to class.
Student Status: Patterns of interaction between teacher and students and among students indicate that all are valued for their contributions.
October
High Cognitive Demand: This term is related to the sub-dimension, Intellectual Work in the 5D instructional framework. It emphasizes solving complex tasks through the use of higher-level thinking (e.g. inferential, analytical and meta-cognitive) across all subject areas.
Learning Needs of Students: Encompasses all the following parts:
- Academic background: what a student knows and is able to do within a specific discipline.
- Life experience: the events that a student has participated in or lived through.
- Culture: a set of shared attitudes, values, and practices that characterizes a group.
- Language: the level of development of a student’s oral and written language(s).
Routines:Students use learning processes so frequently that they can use them automatically, with little or no support from the teacher.
Quality Talk:Quality means that effective student conversation is not simply characterized by the frequency of verbal participation, but has specific attributes. Quality talk is equitable, purposeful, and supports the construction of new meaning. It focuses on the rigor of student and teachers discourse, including articulating thinking and reasoning using discipline-specific academic language and content knowledge. Students hare their thinking with one another, and build and reflect upon their own and one another’s analysis and argument in order to create new learning.
November
Broader Purpose: How the learning relates beyond the classroom and is relevant to the world beyond school. This includes the ability to work in teams and independently, to be creative in approaches to problem solving, and to make meaningful contributions to the public good, which are ultimately the foundation for citizenship in a democracy.
Transferable Skill:A skill which can be appropriately applied within and across disciplines.
Standard:An established level of performance for a specific grade level as described by the common core state standards.
December/January
Differentiation: Learning opportunities, created for students by the teacher, that address students’ individual strengths and learning needs.
Gradual Release of Responsibility: A learning model in which responsibility for tasks and processes shifts over time from teacher modeling to students practicing independently.
Student Tasks: What students actually do (tasks) that helps them reach the learning target.
Teaching Point: The teacher’s intentional focus in a particular moment that directs students from where they are now toward the learning target.
February
Pedagogical Content Knowledge:Teacher has discipline-specific content knowledge and ways of representing and formulating the content that makes it comprehensible to others.
Over-Time: In the dimension Curriculum and Pedagogy, over time means that the teacher understands the learning progression of a concept through several grade bands, for example: K-8 or 6-12. In the dimension Assessment for Student Learning, over time means over the course of a unit or several units.
Learning Goal: A measurable achievement aim, based on analysis of formative assessment data, that individual students develop and work towards over time.
Conceptual Understanding: Recognition of the rich relationships among key concepts in the discipline and application of these concepts in various situations.
Content Knowledge: A deep understanding of the theories, principles and concepts of a particular subject.
Scaffolding: The provision of sufficient support to promote learning when concepts and skills are first being introduced. These supports are removed as students gain understanding and independence.